Investigation into the intrinsic worth of University students through the lens of spiritual motivation

ABSTRACT

This study explores the role of spiritual motivation in shaping the personal values of modern college students in China. Spiritual motivation, an intrinsic psychological drive rooted in ideological, ethical, and cultural beliefs, significantly influences value formation and behavioral choices. Unlike spiritual intelligence, which focuses on cognitive abilities related to existential understanding, spiritual motivation serves as a guiding force in moral and ethical decision-making. This research examines the current state of personal values among college students and investigates how spiritual motivation impacts their development. Through both theoretical analysis and practical investigation, the study identifies key strategies for fostering positive value formation influenced by spiritual motivation. The findings reveal that spiritual motivation plays a pivotal role in students’ intellectual and personal growth, emphasizing the need for support from society, family, and educational systems. By nurturing strong spiritual motivation, educators and policymakers can enhance students’ moral and personal development, equipping them to contribute meaningfully to China’s future. The study highlights the importance of integrating spiritual motivation into educational frameworks to foster well-rounded individuals capable of navigating modern societal challenges with resilience and purpose.

1. Introduction

Spiritual intelligence, by virtue, includes the cognitive ability necessary to deal with issues relating to mortality, morals, and questions of existence, whereas spiritual motivation refers specifically to the demonstration of behaviour together with the creation of personal values. Due to the intense modernization and globalization sweeping through China today, traditional values are severely challenged, and more knowledge is needed regarding how spiritual motivation will shape personal development and social engagement. Chinese moral education has traditionally been filled with Marxist and traditional Chinese cultural philosophy focusing on mercy, justice, respect for tradition, and harmony in society (Dueck & Honghong, 2017).

The study employs Marx’s model of holistic human growth, bringing to the fore the argument that support of constructive beliefs and values enhances individual resilience and social solidarity, hence enabling communal social goals (D. Li & Li, 2016). Employing the synthesis of these principles of empathy, justice, respect, wisdom, and faith that exist in traditional Chinese ideologies, this theoretical model sheds light on the dynamic between ideological heritage and cultural learning in shaping the individual development of pupils (Zhang & Yu, 2014). These spiritual aspects were crucial in the historical development of Chinese society and remain salient in the value construction of modern university students (Mingyuan et al., 2021).

The proposed research weaves these ideological inputs into a single explanatory framework on how Marxist principles and Chinese cultural heritage come together to explain the development of spiritual motivation among university students. In so doing, it provides a methodological framework in which spiritual motivation enhances resilience, value development, and useful social contributions within students.

Spiritual motivation is embedded within educational, social, and economic frameworks, allowing researchers to examine its role in fostering resilience and contributing to overall development across various societal contexts (Coyle, 2002). This emphasizes the integral role of psychological and emotional determinants of human behaviour in promoting holistic education, complementing physical and financial factors (Jenney, 2011; Peng & Chen, 2014). With China’s ongoing development, spiritual motivation research grows vital for addressing societal challenges. Marx’s theory emphasizes ideals, beliefs, and values as key spiritual forces (Rolland, 2020). This strong spiritual force fosters leadership, innovation, and social cohesion, which are indispensable forces for the development of human civilization (Astin & Astin, 2010; Astin et al., 2010).

Spiritual motivation thus becomes the bedrock for resilience in societies that are forward-looking and can face modern complexities on solid ethical grounds (Z. Gao, 2018).

As the contributors to socioeconomic development in China, the hope of the nation for the future lies with university students (Zhou, 2020), whose spiritual motivation and values are essential for sustaining the country’s long-term growth and development in an evolving global landscape (Chen & Li, 2023). A review of the extant literature indicates that the effects of spiritual motivation on the formation of college students’ values remain under-researched (Mair, 2019).

The study emphasizes university students in Suzhou, Jiangsu Province, and while insights may have broader implications, conclusions are limited to this specific population. In the context of China’s reform and opening up, particularly in regions like Jiangsu Province, where this study is based, people’s thoughts are also gradually shifting (Zhuang, n.d.). As the most central figure of the times, the individual value of contemporary college students plays an important role in the development of society and the country.

The guidance of the individual values of contemporary college students in China is an important task in the current political education in colleges and universities, guiding contemporary college students to form positive and well-informed values aligned with societal progress (Wang et al., 2015). Currently, the personal values and political attitudes of college students are optimistic and proactive. They show a genuine interest in the issues facing the country and the future direction of development (Hang & Zhang, 2023). Proficient in utilizing the Internet to stay informed and comprehend the underlying causes of social phenomena, most college students today exhibit a positive disposition towards the decisions made by the Party and government, as well as the outcomes of various events. This optimistic political outlook is evident throughout their developmental journey.

Moreover, contemporary college students possess unique perspectives on personal life, demonstrating a commitment to self-improvement and self-reliance. In addition to acquiring essential academic knowledge, they actively engage in diverse hobbies to enhance their intellectual breadth, expand their social awareness, and cultivate the necessary life skills, all while fostering values centred on personal growth and independence. Modern college students typically hold the view that acquiring additional skills is essential for navigating social competition and aligning their values with the trajectory of societal progress (Seah et al., 2022). The ideals of “contributing positively to society and striving for a healthy and progressive life” are widely embraced among today’s college students (Y. Li et al., 2019). Their sense of responsibility, justice, and compassion has established a robust foundation for the active pursuit of an exemplary character.

1.1. Sociocultural and political influences

The impact of spiritual motivation on the personal values of college students is categorized as an external factor, which can be further divided into four dimensions: political economy, social culture, educational influence, and mass media.

Spiritual motivation and value formation among students are shaped by the complex interplay of political economy, education, social culture, and mass media. These interconnected factors influence students differently based on their backgrounds; for example, Confucian values contrast with individualist ideologies. As students navigate these competing influences, they develop unique ethical and spiritual frameworks, resulting in diverse expressions of spiritual motivation across social and cultural contexts.

The core factor affecting the formation of college students’ values is China’s political and economic development, which lays the foundation for the formation direction and nature of their values and determines the basic level of the formation of contemporary college students’ values. Contemporary college students in China are a reflection of the country’s economic and social progress. Their values are influenced by the rapid changes in the economy and society and are not developed in isolation (Y. Gao, 2023). Currently, China emphasizes spiritual guidance for its youth, aiming to cultivate patriotism and social responsibility among students. This approach seeks to ensure that students develop independent values that align with the greater good (Fan, 2023). By fostering these qualities, China aims to provide its students with the moral and ethical foundation needed to navigate and positively contribute to the evolving landscape of their country.

China’s push for the integration of mainstream societal values into the personal endeavours of college students is a calculated move to synchronize individual ambitions with national objectives. This entails urging students to embrace a positive outlook on life, uphold unwavering principles, and strive diligently for the advancement of the nation (Leung et al., 2011).

The fusion of personal values with the societal framework highlights the notion that the economic and social milieu plays a pivotal role in shaping these values. As China advances further, it is anticipated that the personal values of college students will mirror the country’s economic robustness and social advancement (Shen, 2022). Through the promotion of a harmonious amalgamation of personal and societal values, China seeks to cultivate a cohort of students who are not only well-educated but also deeply devoted to the progress and welfare of the nation. This interdependent relationship between personal values and the societal economy ensures that the growth of students and the advancement of the nation complement each other, fostering a more resilient and cohesive society.

China has a cultural history of thousands of years, which affects the generations. The values contained in traditional culture are inherited and carried forward by us. These values have been recognized through historical precipitation and have an indelible impact on the formation of our values (Ren & Zhao, 2023). Contemporary college students have been growing up in the edification of culture since childhood, which affects the formation of personal values all the time. The core part of culture is values. Every time contemporary college students receive cultural education, it will have an impact on their values.

At present, the rapid development of the global economy has also brought different cultures into China. The essential aspects of foreign cultures should be welcomed, while less relevant or conflicting elements are critically assessed to enrich our culture and make the cultural vision more variegated. Contemporary college students, living in different social cultures, are imperceptibly influenced as their values have become more diverse. Education is recognized as playing a very important role in the studied society. Education plays a leading role in the formation of contemporary college students’ values. A holistic education system can shape social conscience into values through the rich cultural heritage of China, according to the goals of society and requirements brought about by modern social development.

The concept of education encompasses one school system; it demands coordination and support across several facets, including social influences, social networks, social determinants, and personal development, to form an inclusive relational system. An interconnected system is necessary for setting the values possessed by today’s college students.

Mass media play an immense role in the construction of the values and mindsets of today’s college students. While it serves as an active educational and motivational tool, it also comes with challenges due to the complexities involved in information dispersal. The following points explain the two-fold role played by mass media in influencing the construction of values by students:

• Introduction to Mass Media and Its Influence: Today is the information age. The newspaper, television, Internet, and radio have developed and permeated into the daily life of today’s college students. Their lives are so intimately connected with these media.

• Positive Role of Mass Media: The advent of mass media has superseded traditional educational activities. The variability of the method and its portability have made them very appealing among college students, too. Positive information transmitted through these channels can motivate students to develop proper values (Bouchelle, 2021).

• Challenges Posed by Negative Information: However, since network information is complex, there are both positive and negative messages being spread. If not filtered, negative information can inhibit the formation of values in students.

• Recommendations for Value Formation: For that, contemporary college students need to establish a solid basis for personal values, so that young people can adequately draw the line between right and wrong, not be led into a vicious circle, and shape their self-value in a self-issued way.

1.2. Educational and social strategies

In light of the noted decrease in students’ internalization of spiritual motivation, a range of educational and social strategies have been introduced to address value discrepancies and strengthen resilience.

Globalization has significantly reformed China’s cultural landscape, which influences the values and traditions of college students. While exposure to different cultures offers opportunities for the enlargement of perspectives, it is also fraught with challenges of balancing between traditional Chinese virtues and modern influences. Studies have shown that it is difficult to balance these influences; hence, their value system can be varied and changing (Mishra, 2020).

In higher education, universities have initiated programs aimed at navigating students through the cultural transition. Mentorship programs engage students with advanced faculty or peers who are expected to guide them on character building and resilience. Institutions also make provisions for co-curricular activities like volunteering or cultural heritage clubs, where students can engage and learn about values through implementation (Galchenko et al., 2020).

Social, family, and information networks are very important in influencing students’ values during cultural shifts. As students navigate the interface between traditional and modern influences, they often rely on such support systems, especially family discussions, to clarify their goals, set priorities, and reinforce behaviours that are socially acceptable (Shen, 2022). Similarly, especially through their groupings in extracurricular activities, participation and attendance in discussions can stimulate reflective reasoning for learning and group cohesion.

This research tries to explain three important questions: (1) In what aspects does spiritual motivation influence the development of college students’ values? (2) How does spiritual motivation build up resilience and an ethical foundation? (3) How may the findings contribute to changes and improvements in educational practices in China? These questions illustrate how the research explains spiritual motivation, values development, and educational development based on their interlinked structure and how this might contribute to solving modern society’s complex problems.

Addressing this gap, the present study tries to get insights into pathways and strategies that may strengthen spiritual motivation among university students in terms of personal and social contributions they can make.

2. Related works and research focus

Previous studies emphasized the significance of spiritual motivation in fostering personal development and social cohesion. For example, Galchenko et al. (Skrzypińska, 2021) investigated the artistic and aesthetic requirements of young people while in self-isolation, discovering that the intricate spiritual needs of students frequently transformed into a focus on entertainment as a result of the stress brought about by the pandemic. The internet and television were identified as the main sources of art, highlighting a preference for hedonism over educational content. Students perceived traditional art as part of public culture and modern art as a form of individual expression, with potential implications for social and art psychology.

Skrzypińska (Zalnur et al., 2022) commented on the concept of spiritual intelligence proposed by Zohar and its place in human behaviour. Based on a review of psychological literature, Spiritual intelligence pertains to cognitive and analytical abilities that enable individuals to understand existential meaning, reflect on moral questions, and navigate spiritual dilemmas. In contrast, spiritual motivation is an affective and behavioural force that actively drives individuals towards ethical conduct, personal growth, and social responsibility. Spiritual intelligence heightens consciousness, while spiritual motivation turns consciousness into meaningful acts and commitments, thus creating an identity of interconnectedness. It places spiritual intelligence on a conceptual dimension in attempts to explain human behaviour, while spiritual drive would be a motivational factor in pursuit of goal-oriented behaviour. The review gives support to spiritual intelligence as a construct worth consideration while directing future research.

Zalnur et al. (Botu et al., 2023) investigated the motivations and engagements of students in religious groups at Padang State University in Indonesia. Through a qualitative case study involving 12 participants, the research identified four primary motivations: deepening religious knowledge, expanding social connections, acquiring organizational skills, and aligning with their academic field. The study also outlined six activities that students engaged in, such as participating in Islamic studies, discussing religious matters, fundraising, visiting orphanages, managing organizations, and receiving organizational training.

Botu et al. (Cai et al., 2023) conducted research on the influence of pastoral presence in nurturing the faith of urban students in Malang City. Their findings indicated that the limited participation of students in church activities at Tribhuwana Tunggadewi University in Indonesia stemmed from both internal factors, such as a lack of awareness, and external factors, including the distance to churches and the demands of academic responsibilities. To address this issue, they recommended implementing recollection activities to better engage students, following the guidance provided in Christus Vivit regarding the responsibilities of priests towards young Catholics.

Cai et al. (Gale et al., 2023) conducted a study on the relationship between green mindfulness and green entrepreneurial behaviour among university students. By examining data from 395 participants in Punjab, Pakistan, the researchers discovered that green mindfulness positively influences green entrepreneurial intention through green intrinsic motivation, ultimately resulting in green entrepreneurial behaviour. Moreover, the study revealed that spiritual intelligence plays a moderating role in this process, amplifying the impact at elevated levels. These findings underscore the significance of green mindfulness and spiritual intelligence in promoting environmentally friendly entrepreneurial initiatives.

Gale et al. (Özmete et al., 2023) conducted a thorough investigation into the significant factors that impact religious and spiritual growth throughout a person’s life, utilizing their vast research expertise. By applying Bronfenbrenner’s bioecological framework, they scrutinized elements such as person-religion incongruity, family dynamics, individual initiative, and cultural environment. The research underscored both personal and interpersonal consequences and proposed avenues for further study to assist academics, religious authorities, and families.

Özmete et al. (Fidelis et al., 2024) translated the Spirituality Measurement Scale into Turkish specifically for social workers, conducting a survey among students at Ankara University in Turkey. The results of confirmatory factor analysis indicated a five-factor model that demonstrated strong reliability and validity. Consequently, the Turkish version of the scale was established as a valid and reliable instrument for assessing spirituality within the contexts of social work and mental health.

Fidelis et al. (Kainthola et al., 2024) conducted a systematic review of 64 journal articles to investigate the impact of sociocultural perspectives on the understanding of spiritual intelligence (SI). Their analysis revealed four distinct perspectives: the Western viewpoint, characterized by egocentric and utilitarian approaches; the Islamic perspective, which regards religion as a form of SI; the Eastern viewpoint, emphasizing the common good and connection to nature; and the Hindu perspective, which posits that knowledge enhances awareness. The findings of the study indicate that cultural contexts significantly influence the interpretation and dimensions of SI, leading to the proposal of a framework for the analysis of SI research.

Kainthola et al. (Lee et al., n.d.) investigated the elements that motivate urban millennials in India to engage in spiritual tourism. Utilizing interviews and phenomenological analysis, the researchers uncovered various push factors, including mental health challenges, corporate stress, and a sense of curiosity, that shape travel preferences and behaviours. The findings of the study underscore significant motivations and preferred characteristics of destinations appealing to Indian urban millennials seeking spiritual experiences.

Lee et al. (Lee et al., n.d.) investigated the level of faith support in religious higher education institutions compared to secular ones. Their study focused on private Christian school alumni and revealed that students at religious institutions reported notably higher levels of faith support and lower levels of feeling attacked for their faith. This was particularly evident among long-time Christians and frequent religious service attendees.

2.1. Research focus

This study examines the contemporary state of personal value development among Chinese university students, especially the role of spiritual motivation. While prior literature has addressed spiritual motivation and value-formation separately, this paper presents a different perspective of value-formation in that it examines how Marxist ideological education interplays with traditional Chinese cultural values within a rapidly developing society. The project does not solely focus on individual-focused motivators or cultural factors. Rather, the paper explores how ideas like ideological motivation, as an initial part of personal development, emerged out of their ideological and cultural forms, collectively shaping students’ spiritual motivation and value development. Through examining in detail motivations, coping mechanisms, and principles behind value formation, this project will develop a theoretical framework to explain how one can think through practical contemporary issues. Ultimately, this research aims to extend awareness of how, in the current context of ideology education, cultural assets and conditions of the social environment that include family structures, family structures, and new media all concurrently can inform and shape university students’ personal value development in China.

3. Methodology

The current study has adopted a sequential mixed-methods design that integrates the collection of quantitative and qualitative data to determine the effects of spiritual motivation on personal values among college students. Data collection has been made through structured questionnaires and focused group discussions. The questionnaires were designed in a way that ascertained students’ recognition of spiritual motivation, their intrinsic values, and the effects of external influences that included educational, cultural, and societal influences.

3.1. Participant selection

A total of 3,971 Suzhou University of Science and Technology students aged between 18 and 21 years were chosen using a stratified random sampling scheme. These included 2,061 first-year and second-year, as well as 1,910 third-year and fourth-year, students representing a range of disciplines including engineering, social sciences, human sciences, and natural sciences. Although the sample was diverse, there was a high dominance of social and human sciences participants, which may have influenced the view of the students’ spiritual motivation. Socioeconomic features reflected a mixture of urban and rural backgrounds. Mixed methods were used to gain both quantitative trends and qualitative analyses of the value development of the students.

3.2. Survey design and data collection

The study employed a 25-item structured questionnaire divided into three sections: (1) Demographic information (e.g., age, gender, academic year, and field of study); (2) Awareness and perception of spiritual motivation (e.g., “How would you describe the influence of spiritual beliefs on your daily decision-making?”); and (3) Personal values and behavioural impact (e.g., Likert-scale items such as “To what extent do you believe spiritual motivation contributes to your ability to face challenges?”). The questionnaire was developed by an extensive literature review and expert consultation, was pilot-tested on 100 students for clarity, and was shown to have high internal reliability (Cronbach’s alpha = 0.87). The final version was distributed online via the university’s internal network, thus ensuring anonymity and voluntary participation.

Along with the quantitative results, qualitative data were gathered from focus group discussions. Stratified random sampling was used to choose groups of 8 to 10 students to achieve a representative mix of different academic levels and disciplines. The discussions followed a semi-structured format that explored students lived experiences of spiritual motivation. All the sessions were recorded, transcribed, and duly anonymized. Thematic analysis was conducted using NVivo software, with the results checked by several researchers to ensure consistency and minimize subjectivity.

3.3. Data analysis

This was done through the use of statistical tools on data from surveys, including the calculation of the arithmetic mean and standard deviation. Bivariate t-tests were also computed to check the significance of associations between spiritual motivation and personal values development. Thematic analysis of qualitative data from group discussions was used to show patterns and key findings that emerged from them.

3.4. Ethical considerations

Ethics approval for the research was obtained from the Institutional Review Board, Suzhou University of Science and Technology. Informed consent of all the participants in this study was solicited, and their privacy and confidentiality were protected.

4. Results

4.1. Current situation of college students’ spiritual motivation

This section outlines the quantitative and qualitative results of the research regarding the influence of spiritual motivation on the value formation of university students.

The overall situation of college students’ spiritual motivation is shown in Figure 1. This figure illustrates the distribution of different types of spiritual motivation among the students in the case study.

Figure 1.

Current situation of college students’ spiritual motivation based on data collected from Suzhou university of Science and Technology.

Digital platforms are influential tools in developing the values of students, providing opportunities for growth, as well as presenting several challenges due to conflicting content. Some students are challenged by negative content, while others use it effectively, seeking constructive content such as motivational talks or discussions of cultural and philosophical topics, thus deepening their knowledge and resilience (Noor et al., 2022). The establishment of a productive digital environment is essential in fostering positive value promotion, as it often proves challenging for students to build their value systems. Reflection exercises like journal keeping, meditation, and value-based workshop attendance support the development of strength and moral character. Participation in academic and social activities leads to overall development; however, differences in access to quality digital resources identify the inclusion of digital literacy in educational systems as essential.

4.2. Observation contents and statistical methods

The student’s freshmen, sophomores, juniors, and seniors were observed and compared under the mental motivation, and the two groups of students’ cognition of mental motivation and individual value, as well as traditional background and mental motivation, were investigated and counted, and the results of systematic application were evaluated: Among them, under the mental motivation, the arithmetic mean and standard deviation rate of statistics and the bivariate t-test method are used for statistical analysis in the calculation of students’ value. The Equation (1) displays the average and variability of the dataset through the arithmetic mean and standard deviation:

$$\mathit{\sigma }=\frac{1}{\mathit{n}-1}\sqrt{{\sum }_{i=1}^n{(x_i-\mathit{\mu })}^2,\mathit{\mu }=\frac{1}{n}{\sum }_{i=1}^n{x}_i}$$ (1)

$\mathit{\sigma }$ is the standard deviation, x refers to the input value, and μ depicts the arithmetic mean value.

The bivariate t-test method is demonstrated in term of following Equation:

$$\mathit{t}=\frac{{\mu }_{1-{\mu }_2}}{\sqrt{\frac{\left(n_1-1\right){\sigma }_1^2+\left(n_2-1\right){\sigma }_2^2}{n_1+n_2-2}\left(\frac{1}{n_1}+\frac{1}{n_2}\right)}}$$ (2)

In this equation, $\mathit{\sigma }$ indicates the arithmetic mean value of the psychodynamic system’s input, $\mathit{\mu }$ expresses the average value of the psychodynamic sample.

4.3. Cognition of individual value from different perspective

A survey was carried out to establish the level of awareness and perception regarding intrinsic motivation among students from freshmen through seniors, especially about spiritual values and personal development. It was found that a small number of them did not have enough cognition of neural motivation and needed to be vigorously publicized and guided. Most of the students who knew about mental motivation were outstanding in consciousness, adjustability, and self-discipline. The college students who chose to start their businesses were also very confident. The investigation on the cognition of the two groups of freshmen to seniors was as follows:

Figure 2 demonstrates how spiritual motivation surpasses traditional methods in enhancing students’ awareness of their inherent value.

Figure 2.

Students’ recognition of spiritual motivation across academic levels.

4.4. Influence on individual value from different perspectives

College students have always been the future of the country and the hope of the nation. To promote the positive spirit of college students, improve their ideological and political literacy, and form a strong driving force, the impact on the individual value of college students from the two aspects of independent entrepreneurship and employment is analysed as follows:

Table I presents a comparative analysis of value formation among university students under two motivational frameworks: traditional perspectives and spiritual (mental) motivation. According to the data, 30.47% of students influenced by traditional perspectives chose self-employment, while 60.63% pursued employment opportunities. In contrast, among those guided by spiritual motivation, 50.61% expressed interest in self-employment and 70.57% favoured employment. These results indicate a substantial increase of over 20% points in entrepreneurial interest and a nearly 10% point rise in job-seeking motivation when spiritual motivation is present. This shift suggests that spiritual motivation fosters a deeper sense of purpose, resilience, and ethical orientation, encouraging students to take ownership of their career paths with greater confidence and societal awareness. Furthermore, the enhanced inclination towards both self-employment and employment under spiritual motivation reflects a stronger alignment between students’ internal values and external actions. Spiritual motivation appears to cultivate not only ambition but also a moral and civic framework that enables students to contribute meaningfully to society. By instilling traits such as responsibility, initiative, and self-discipline, spiritual motivation supports a holistic model of development that prepares students for both personal fulfilment and active participation in national progress. Thus, the data underscore the transformative role of spiritual motivation in shaping value-driven and future-oriented individuals.

Table I.

Comparison of value formation under traditional vs. spiritual motivation.

Grouping	Self-employed	Choose employment
From the traditional perspective	30.47	60.63
Under the mental drive	50.61	70.57

Figure 3 provides a visual representation of the comparative impact of traditional perspectives and spiritual (mental) motivation on university students’ recognition of individual value, specifically in terms of their preferred career paths—self-employment and formal employment. As illustrated, only 30.47% of students influenced by traditional perspectives favoured self-employment, compared to a significantly higher 50.61% among those influenced by spiritual motivation. Similarly, the percentage of students opting for formal employment rose from 60.63% under traditional perspectives to 70.57% under the influence of spiritual motivation. This consistent increase in both categories highlights the empowering role of spiritual motivation in cultivating a stronger sense of self-worth, career ambition, and alignment with long-term goals. The findings visually echoed in this figure are further supported by qualitative insights presented in the manuscript, which highlight how spiritually motivated students exhibit greater self-discipline, adaptability, and a forward-looking mindset. Students influenced by spiritual motivation were often described as more confident in pursuing entrepreneurial activities, more purposeful in their academic and career planning, and more committed to aligning their personal growth with societal needs. Moreover, spiritual motivation was shown to cultivate a range of positive traits, such as resilience, ethical awareness, and social responsibility, which together contribute to a deeper recognition of self-worth. These qualities enhance not only students’ individual development but also their capacity to engage meaningfully with the broader challenges of contemporary society. Figure 3, therefore, illustrates how spiritual motivation acts as a transformative force that encourages students to make informed, values-driven life choices grounded in a strong internal foundation.

Figure 3.

Visualization of how spiritual motivation influences students’ recognition of individual value compared to conventional approaches.

4.5. Analysis of the coupling degree of personal value from different perspectives

With the continuous development of society, socialism with Chinese characteristics has entered a new era, and the people’s living standards have been greatly improved. However, there is no lack of spiritual motivation. The development of college students is related to the future of the country. Now, according to the coupling degree of two different perspectives, the following:

Table II illustrates that the examination of the degree of individual value coupling across various visual fields indicates that the data on coupling degree under mental motivation yields notably superior results compared to the conventional data outcomes.

Table II.

Analysis of individual value coupling degree from different perspectives.

Grouping	Coupling degree
	Before use	After use
From the traditional perspective	70.28	78.25
Under the mental drive	87.41	96.35
T	7.311	7.092
p	0.042	0.039

To enhance the analysis of the correlation between individual values from various viewpoints, the information presented in Table II has been transformed into a visual representation in Figure 4:

Figure 4.

Comparative analysis of the coupling degree of college students’ values under spiritual motivation and traditional approaches.

4.6. Qualitative findings from thematic analysis

In addition to the quantitative analysis, a thematic analysis is conducted on the transcribed focus group discussions using NVivo 12 software. The initial open coding produced 26 codes, which are organized into four overarching themes through axial coding and cross-validation by multiple researchers to ensure reliability. These themes offer deeper insight into how students experience and articulate spiritual motivation in the context of personal value development. Table III and Figure 5 indicate this analysis outcomes. presents the frequency distribution of four core themes identified through NVivo-based thematic analysis of focus group transcripts. The most prevalent theme, “Spiritual Motivation as a Driver of Self-Discipline and Focus,” is coded in 17 out of 24 participants (70.83%), indicating that a majority of students linked their inner beliefs to behavioural regulation and long-term goal orientation. The theme “Emotional Resilience Through Spiritual Beliefs” appears in 16 transcripts (66.67%), highlighting how students use spirituality as a psychological anchor during periods of stress or uncertainty. The themes “Role of Social and Familial Support in Value Formation” and “Navigating Conflict Between Traditional and Modern Values” are coded in 15 (62.5%) and 14 (58.33%) cases, respectively, underscoring the social and cultural dimensions of spiritual motivation in student identity and value development.

Table III.

Theme frequency analysis outcomes.

Theme	Number of Participants Coded	Total Participants	Coding Frequency (%)
Spiritual Motivation as a Driver of Self-Discipline and Focus	17	24	70.83
Navigating Conflict Between Traditional and Modern Values	14	24	58.33
Role of Social and Familial Support in Value Formation	15	24	62.5
Emotional Resilience Through Spiritual Beliefs	16	24	66.67

Figure 5.

Theme coding frequencies.

Figure 5 visually represents these findings through a horizontal bar chart that illustrates the relative coding frequency of each theme as a percentage of total participants. The graphical distribution reinforces the dominance of self-discipline and emotional resilience as key outcomes of spiritual motivation, while also emphasizing the importance of social and cultural influences. The proximity of the coding percentages across themes suggests that spiritual motivation operates as a multidimensional construct, integrating psychological, familial, and cultural components within students’ value systems.

4.7. Challenges and limitations of spiritual motivation

Although spiritual motivation positively affects the individual growth of students and the promotion of societal values, this study is aware of certain constraints. The study population was limited to one university, which restricts the generality of conclusions obtained, and it relied on self-reported data, which may result in biased outcomes. In addition, although there were observed correlations, causations were not implied, and unmeasured variables, like upbringing or socioeconomic status, might have influenced outcomes. More extensive cultural forces, such as secular educational structures, Western individualism, and consumerist ideologies, may cause internal conflict and disorientation in spiritually motivated students. If these remain unmanaged through inclusive dialogue and value-sensitive education, they may lead to stress, decreased motivation, or unbendable attitudes. Hence, it is suggested that educators and policymakers design social environments that encourage diverse manifestations of spirituality in combination with critical awareness and respect between groups.

5. Discussion

5.1. Interpretation of findings

The spread of consumer-oriented values among college students and the pace of change in society have created obvious contradictions and tensions in their values. In China’s increasingly consumer-oriented economy, many college students seem to embrace individualism and self-interest, which reflects a blatant turn away from the collective ideologies that were previously available (Yu, n.d.). Financial wealth, social status, and material achievements are now central to personal identity, often supplanting personal virtues of thrift, community responsibility, and humility (Ma et al., 2020). The trends reflect a troubling departure from both Marxist values and traditional Chinese cultural values.

The findings indicate that spiritual motivation, when cultivated through culturally and ideologically informed education, functions as a stabilizer in students’ moral and personal growth. As modernity spreads throughout the globe, and as diverse global ideologies blur value clarity, spiritual motivation acts as a foundational stabilizer: reaffirming students’ self-worth, as well as the purpose of their lives, amidst their responsibility for ethical action and the betterment of society.

This is significant given the developing complexity of value systems among present-day Chinese university students. Moving away from the traditional spiritual underpinnings in the culture and towards a newly developing individualistic ideology, both the quantitative and qualitative evidence point towards greater awareness of a spiritual motivation that shapes students’ self-awareness, goal setting, and civic awareness. As these results show, there is an increasing need for educational programs and interventions that are not just cognitive constructs but that allow for ethical questioning, spiritual essentials, and whole-life development in educational systems.

The findings from the quantitative analysis, particularly the increase in value formation and preference for self-employment under spiritual motivation, align with the qualitative themes identified through NVivo analysis. For instance, the theme “Spiritual Motivation as a Driver of Self-Discipline and Focus” helps contextualize why students who are spiritually motivated demonstrate greater autonomy and preference for independent career paths. Similarly, the theme “Emotional Resilience Through Spiritual Beliefs” may explain the higher value formation scores by showing how inner beliefs enhance coping strategies and personal commitment. Furthermore, the tension described in “Navigating Conflict Between Traditional and Modern Values” offers a deeper lens into the decision-making dilemmas students face, supporting the mixed quantitative patterns seen in motivational choices. This triangulation of findings enriches the interpretation by showing how spiritual motivation not only influences measurable preferences but also shapes underlying emotional and cultural reasoning.

5.2. Integration of ideological frameworks

The results of this research correspond with Marx’s comprehensive theory, highlighting the essential importance of ideological and ethical principles in promoting personal growth and enhancing the welfare of society. Students exhibiting high spiritual motivation also manifested stronger moral resilience, stronger commitment to their studies, and more definite life goals. The implication will be that the blending of Marxist enlightenment and traditional Chinese cultural values, such as hard work, social harmony, and moral responsibility, may provide a coherent and stable base upon which personal aspirations may link with collective advancement.

This synergy, being conceivable theoretically, means that the outcomes establish the complementary influences of Marxist human development philosophy and enduring Chinese cultural ideals in fostering spiritual motivation. In this regard, these ideological systems endeavour to provide a unifying avenue for the formation of meaningful values by encouraging the alignment of students’ personal ambitions with wider social goals. In order to ensure the realization of such synchronization in practice, universities should proceed with implementing holistic educational strategies. These strategies could encompass mentorship programs; curricula of moral philosophy, cultural heritage, and service learning; and practical activities such as community service, volunteerism, and internships. Subject to different assessment methods along with reflective journaling, structured debates, and feedback, these should nurture the spiritual resilience and ethical and social consciousness among students.

The relationship is mapped out in Figure 4, which illustrates that personal values based on spiritual motivation are in alignment with what society considers to be social values. The map demonstrates that greater spiritual motivation can contribute to an increased sense of meaningfulness, greater engagement in academic work, and moral development, thus developing students into ethical, purposeful individuals who positively contribute to society.

5.3. Limitations and risks

While this study offers meaningful insights into the role of spiritual motivation in student value formation and decision-making, several limitations should be acknowledged. First, the research relied heavily on self-reported data, which may be subject to social desirability bias, selective memory, or overestimation of personal values and motivations. Future studies could mitigate this bias by incorporating mixed methods, including behavioural observations, peer assessments, or longitudinal tracking of actions and outcomes, to validate self-reported responses. Second, the study was conducted within a single university setting, which limits the generalizability of the findings across different educational institutions or cultural contexts. Spiritual motivation may manifest differently based on institutional culture, religious diversity, or regional traditions. Future research should consider employing multi-institutional or cross-cultural designs to capture a broader and more representative range of student experiences and values. Third, qualitative data were collected through voluntary focus groups, which may have attracted participants with particularly strong views on spirituality or those more willing to discuss personal topics. This self-selection effect could bias the thematic results. Employing stratified sampling or anonymized written reflections in future studies may help diversify participant perspectives and reduce participation bias. Fourth, the use of cross-sectional data prevents causal inferences about the relationship between spiritual motivation and outcomes such as self-employment preference or value development. Longitudinal research would be better suited to tracking changes over time and evaluating the enduring impact of spiritual motivation on academic, professional, and personal trajectories. Lastly, while the study identified several dominant themes using NVivo software, future studies might consider using quantitative content analysis or sentiment scoring in tandem with thematic coding to assess the emotional depth and prevalence of spiritual concepts with greater analytical precision.

5.4. Future Research directions

Future research may build upon the present findings through several targeted avenues. Firstly, longitudinal studies are recommended to examine the enduring effects of spiritual motivation on students’ academic outcomes, career development, and personal growth over extended periods. Secondly, comparative investigations across diverse cultural, institutional, and religious contexts, such as secular versus faith-based universities, could provide deeper insights into the contextual variability and transferability of spiritual motivational influences. Thirdly, the adoption of mixed-methods approaches, integrating quantitative instruments with qualitative techniques such as in-depth interviews or ethnographic observation, would offer a more nuanced understanding of the interplay between spiritual beliefs and value formation processes. Additionally, future studies could explore the role of spiritual motivation in relation to contemporary educational challenges, including mental health vulnerabilities, digital distraction, and the dynamics of remote or hybrid learning environments. Finally, experimental and intervention-based designs may be employed to assess the effectiveness of structured spiritual or reflective practices embedded within academic curricula in fostering students’ emotional resilience, ethical reasoning, and sense of purpose.

5.5. Cross cultural adaption

The study outcomes are closely related to China’s cultural and educational system, making them useful but by no means easily implementable in varied settings. Transfer of these outcomes to other settings requires caution, given that spiritual motivation emphasizes autonomy and self-expression, where individualism is considered in certain cultures (Dueck & Honghong, 2017; Edara, 2015). For collectivist cultures, spiritual motivation focuses on collective well-being and group principles. Recognizing these cultural dynamics enables teachers and policymakers to adjust methods in a way that respects local conditions without compromising the core of spiritual motivation.

Adapting these findings requires culturally tailored educational strategies, ensuring that spiritual and ethical content in curricula is relevant and effective for each context (Wang et al., 2015). Thus, this paper makes a valuable impact on the general knowledge of spiritual motivation by emphasizing its role in individual development and by providing a background for spiritual concept adaptation to different cultural and educational contexts.

The institutions of higher learning should join efforts in integrating resources, competencies, and pedagogical approaches in elevating the value of spiritual motivation in developing students’ personal values. As central agents of national innovation and development, college students benefit significantly from spiritual motivation, which is reflected in increased self-confidence, creativity, resilience, and a stronger moral basis. To make valuable contributions to society, students should be committed to traditional values, avoid superficial comparisons, and achieve consistent, purposeful development. While global impacts are inevitable, there is a need to preserve cultural heritage for integrated development. Empirical findings support the positive impacts of spiritual frameworks on students’ development, highlighting the necessity of continuous study of spiritual motivation’s influence on students’ aspirations and social engagement

6. Conclusion

This study shows the role of spiritual motivation in increasing personal and societal values by fostering resilience, ethical grounding, and purpose-driven actions among college students. The research examining diverse student cohorts shows that spiritual motivation positively affects self-perception, internal drive, and alignment with societal goals. These findings stress the motivation that needs to be inculcated within educational systems to promote individual growth and societal growth as a whole. It demonstrates the limitation of such insights and calls for more exploratory studies. There is, to date, an insufficiently discussed influence of spiritual motivation on long-term career development, leadership potential, and contribution to the common good. Future studies could employ longitudinal designs to examine whether these effects persist beyond college years. Moreover, how spiritual motivation interacts with other motivational factors- intrinsic and extrinsic drivers- across different cultural and socio-economic settings may further elucidate its impact. In practice, these findings will be translated by developing interventions that ensure spiritual motivation within an educational setting. The interventions should focus on mentoring and workshops on ethical decision-making that equip students with life skills to navigate societal challenges. Such interventions shall be critically scrutinized empirically for operational effectiveness and sustainability. The discussed avenues for further research and practical implementation set this study in the broader perspective of spiritual motivation as one important factor in personal and social development, and thus lay a foundation for an informed educational policy and framework.

Nomenclature

Abbreviations

SI  Spiritual Intelligence

Symbols

σ Standard deviation/The arithmetic mean value

n  Number of elements in the input sequence x

μ  Arithmetic mean/The average value of the psychodynamic sample sequence.

t  The test statistic for the bivariate t-test

n  Number of Elements in a Sequence

Subscripts

x_i  An individual element in the sequence x

Biography

Dr. Meng Qingyan is a researcher at the School of Social Development and Public Administration, Suzhou University of Science and Technology, China. Dr. Qingyan’s research focuses on the intersection of spiritual motivations, holistic education, and value formation in college students. You can reach Dr. Qingyan at mengqingyan3344@163.com.

Funding Statement

This work is supported by Fund Project: 2020 Special Task of Humanities and Social Science Research of the Ministry of Education of the People’s Republic of China (Research on College counselors): Research on the Integration of Revolutionary Legacy into Daily Ideological and Political Education of College Students [20JDSZ3102]; 2020 Special Task of Humanities and Social Science Research of Ministry of Education of the People’s Republic of China (Research on College counselors): Research on the Integration of Revolutionary Legacy into Daily Ideological and Political Education of College Students [20JDSZ3102].

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The raw data supporting the results of this article will be made available by the authors without undue reservation.